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We use Title I funds to replenish our take-home book supply. Students in grades 1-2 at Ramsey benefit from the opportunity to take home books at their individual reading levels on a weekly basis. By providing a variety of at home literacy materials for our students, those who are at-risk for reading failure are given the same opportunities as their peers.

Describe specific programs in place to ensure that families are involved in the success of your school and students.

At Ramsey, we look for a myriad of activities to involve families in the success of students. For example, our Watch D.O.G.S. (Dads of Great Students) program invites father figures to volunteer at least one day annually. They perform multiple tasks which includes helping small groups of students on homework, math facts, spelling, etc. It’s a great opportunity for our male role models to support student achievement. On a larger scale, we host a school-wide Open House and curriculum nights to provide parents with fun, standards-based learning activities they can utilize at home.
Additionally, Ramsey’s Parent Teacher Organization demonstrates their commitment to this vision and student achievement by earmarking funds or recruiting volunteers for a myriad of opportunities and events aligned with our school goals. This group also annually reviews our School-wide Title One Parent Involvement Plan and makes necessary changes to enhance families’ experiences at our school.

Describe the most successful activity your school has initiated to strengthen ties to your community.

Ramsey’s vision was recently retooled by parents, staff, students, and community members. It encourages excellent teaching that “fosters independent thinkers who develop a curiosity about the world around them and a passion for lifelong learning” and “incorporates high level questioning and investigation to engage and empower our learners.”
One example of community involvement is our Science Advisory Committee comprised of parents, community members, business partners, University of Idaho liaisons, and staff who are committed to supporting and sustaining Ramsey’s vision. This group meets three times per year to explore opportunities for our students and teachers to increase awareness, content knowledge, and participation in science activities; procure resources necessary for our science endeavors; and review the effectiveness of Ramsey’s science focus through annual feedback toward the setting and evaluation of performance goals. Local businesses partner with our school to provide volunteers for Science Fair and Invent Idaho judges. Furthermore, U.S. Bank provides volunteers who teach a series of lessons to our students in grades 1-5 to increase students’ financial literacy. Local scientists are invited regularly to the school by our 3rd-5th grade Student Council members for a working lunch. These community members engage students with a short presentation about their science-based career and entertain questions from the students. Our staff and students are tightly connected to the local community who invest time and resources in our programs.

Describe your philosophy of school change or improvement.

“What’s best for kids” is paramount for all decisions made at Ramsey. Focus on high academic standards is maintained through collaboration, “walking the talk,” and a belief in lifelong learning. Success is realized in having a clear vision, empowering staff to support the vision, and frequent reflection. We understand how important it is to stay current with professional development; thus, administrators, certified and classified staff all attend the same reading, math, and science professional development in order to offer ongoing, embedded support. This support looks different for individual staff members depending on their level of need. For some, it may mean providing additional supplies or resources; for others, modeling lessons or strategies.

Furthermore, all teachers at Ramsey understand Charlotte Danielson’s Framework for Professional Practice and talk the same language about “effective teaching.” Everyone is clear about our expectation for lessons to consistently include multiple opportunities for high level thinking by all students, a variety of instructional strategies to actively engage students, and ongoing formative assessments. Data analysis is ongoing within various school leadership teams using benchmark and classroom assessments. When considering changes based on students’ growth data, we focus on what we want students to learn, what we are doing well, and what changes are needed for groups or individuals to help them achieve expected growth. Weekly job-embedded professional development and collaboration is aligned with school improvement planning and organized by the School Leadership Team based on observations and data.

What are your school’s top two goals for the next year?

Our goals for next year are to maintain our high performance on the new statewide reading and math assessments while transitioning to new Idaho Core Standards and enhance the culture/climate of our school by involving all stakeholders in the School Improvement process.

What is the single most important factor in the success of your school that others could replicate?

Weekly job-embedded collaboration sessions have had the greatest impact in Ramsey Magnet School of Science’s success. For instance, Ramsey’s Leadership Team and administrators plan regular professional development opportunities for staff based on areas of need as identified by current student performance data. Sessions have included utilizing higher order questions in lessons, implementing various technology tools in the classroom, math unit planning development, how to effectively use science journals to improve thinking and writing, use of hands-on lab kits in elementary classrooms, and more. Science, math, technology, and reading coaches have partnered with Ramsey administrators to deliver many of these trainings. Weekly job-embedded collaboration is a powerful model for providing regular professional development because teachers can implement new ideas between sessions with coaches and administrators there to offer support. Additionally, each week grade level team members are given time to collaborate together about topics of their choice with the focus always on improving student achievement through high quality instruction; thus, they talk about the “what” and “how” of upcoming lessons. “What’s best for kids” is paramount for all decisions made at Ramsey. Focus on high academic standards is maintained through weekly job-embedded collaboration and a belief in lifelong learning.

Describe the program or initiative that has had the greatest positive effect on student achievement, including closing achievement or opportunity gaps, if applicable.

Ramsey consistently surpasses state goals on standardized tests which is a testament of the collaborative efforts of all staff. The last two years, Ramsey earned 4 and 5 stars on the Idaho school recognition program (out of a possible 5). Our 3rd-5th grade students scored 99% proficient or advanced in reading; 93% in math; 94% in language. Our 5th graders scored 90% in science. From 2009-13 our Free and Reduced students closed the achievement gap in reading and math to less than 1% (an improvement from 4%) and in language to less than 4% (an improvement from 7%). Over the years we have made many adjustments to attain these results; perhaps the initiative that had the greatest positive effect was our unwavering focus on reading instruction. In the last 7 years, veteran and novice staff completed a series of professional development classes (Language Essentials for Teachers Language Essentials for Teachers of Reading and Spelling; Lindamood Phoneme Sequencing). In conjunction, we adjusted our teaching schedules so all students participate daily in 45 minutes of Core Reading instruction with their homeroom class (heterogeneous groups), and an additional 45 minutes daily of Reading Switch (homogeneous groups) which delivers strategic, point-of-need reading instruction. Students also enjoy a separate Core Language block each day. Finally, teachers focus on content area reading and writing strategies throughout the day as they move through various curricular topics. Combine this laser focus on quality reading instruction with our Response to Intervention Program, and a recipe for success is made.

Explain how Title I funds are used to support your improvement efforts.

A highly qualified, experienced teacher and para-professionals are supported with Title I funds. Additionally, all personnel who work with our most fragile learners must also meet highly qualified status. All staff, including para-professionals have received Language Essentials for Teachers Language Essentials for Teachers of Reading and Spelling; Lindamood Phoneme Sequencing; and Visualizing/Verbalizing professional development. Title funds are also spent to host several parent nights. For these events, teachers open their classrooms to parents, students and siblings in an effort to educate parents about grade level standards and provide parents with ideas for at-home support for their elementary students. Typically food is served, and all children leave with a new, free book. Furthermore, we use Title funds to provide Extended Reading Interventions either during the school day or before school. At-risk students are identified and additional reading remediation / practice time is added to their day. Finally, we use Title I funds to replenish our take-home book supply. Students in grades 1-2 at Ramsey benefit from the opportunity to take home books at their individual reading levels on a weekly basis. By providing a variety of at home literacy materials for our students, those who are at-risk for reading failure are given the same opportunities as their peers. Students who participate in this school-home literacy partnership demonstrate improved reading skills.

Identify the critical professional development activities you use to improve teaching and student learning.

Most recently, the Coeur d’Alene School District has used professional development funds to provide all elementary teaching staff with Language Essentials for Teachers of Reading and Spelling, Lindamood Phoneme Sequencing, Visualizing / Verbalizing , Common Core Writing, and Mathematical Thinking for Instruction. Support staff, too, also attends many of these sessions. In addition, as we transitioned to becoming a science magnet school, Ramsey sought training in the following areas: using science journals to improve writing, effective use of hands-on science lab kits, and ongoing support from a science coach at the University of Idaho. As more technology tools become available to our teachers, we seek training on how to effectively use them to engage students in meaningful learning. Finally our school enjoys access to district reading and math coaches who work with administrators to plan professional development sessions for teachers and then are available for individual follow-up through further planning or observation, lesson modeling for individuals or grade level teams, and/or finding additional materials and resources.

Describe how data is used to improve student achievement and inform decision making.

At Ramsey, our focus is on the reading and math growth of each child whether they need challenge or remediation. School improvement goals center on achievement, progress and growth. For students who are struggling, we ask three questions: What do we want students to know? How will we know if they’ve learned it? What will we do if they haven’t? Every 5 weeks, grade level teams cycle through Response to Intervention (comprised of administrators; counselor; reading coach; special education, Title One, speech/language, and grade level teachers). Thus, each month we review all 654 students’ math and reading data and discuss individual’s social, emotional or behavioral needs. Based on student’s performance, we brainstorm possible interventions for each child and determine appropriate Intervention Plans with future checkpoints to ensure that no one falls through the cracks. Parents are kept abreast of their child’s growth through regular communication. Challenging students who excel is equally as important as remediating those who are struggling, for we want all students to be actively engaged in learning. For those who qualify in grades 3-5, we offer an Advanced Learning Program in reading and math. After each round of benchmarks, administrators meet individually with teachers to review students’ performance and growth data, and by the end of the conference, a plan is determined for tailoring instruction to meet the needs of all students.

Describe your school culture and explain changes you’ve taken to improve it.

At Ramsey, we utilize positive relationships as a foundation for building a culture of high academic achievement, a caring school community, and providing every child with the type of elementary school experience we would want for our own children and grandchildren. What seemed like a simple beginning - - choosing a school motto “Big School ~ Bigger Heart” has become our frame of mind. Having a bigger heart not only signifies students, parents and staff care about each other as individuals but also indicates “what’s best for kids” is our criteria for making decisions which maintain our focus on high academic achievement for all students, assists us in setting the budget, and establishes expectations for lifelong learning.

Additionally, to keep our attention on a positive, productive climate, we set school improvement goals not only on academic achievement but also on collaboration and culture/climate. We look for ways to celebrate individual’s accomplishments. For example, “Good Deed Raccoons” is a monthly recognition program to highlight students who exemplify our character traits. Our Student Council allows students to have a decision-making voice. A student jobs program promotes a sense of community, and academic awards are honored at assemblies. Teachers, too, need to experience true empowerment. A building Leadership team meets weekly to make school-wide governance and instructional decisions. From setting the annual building budget and planning school-wide literacy events to determining professional development based on student data and staff needs, this group keeps the spotlight on Ramsey’s vision and mission.

Most importantly, building and maintaining trust is central to reaching our goals. To build trust we promote ongoing, direct communication, demonstrate consistency, articulate clear goals, and practice shared decision-making. Annually, we review our culture / climate through the Center for Excellence in Education perception survey and update goals based on current feedback.

• Category 1

  Selected in 2013

• Grades: 1 - 5
  School Setting: rural
  Town Population: 45,843
  Student Enrollment: 654
  Student Demographics:
  

  Black/African American: 1%
  White/Caucasian: 87%
  Hispanic: 5%
  Hawaiian/Pacific Islander: 0%
  Asian: 2%
  Native American: 1%
  Other: 4%
  

  Teacher/Student Ratio: 1:22
  % Reduced Lunch: 45%
  % ELL Learners: 1%
  Founded: 1976
• PRINCIPAL:
  Anna Wilson
• CONTACT:
  W. 1351 Kathleen Avenue
  Coeur d'Alene, ID 83815
  208-765-2010
  awilson@cdaschools.org